Project Work: A Means to Promote Language and Content

Stoller, Fredricka L.

doi:10.1017/cbo9780511667190.016

Cited by 154 publications

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“…This trend developed many instructional frameworks and forms of assessment that allow increase the student's participation and promote language and content learning. Moreover, Project-based learning has become a focus of interest among researcher, language teachers and practitioners since the eighties (Bell, 2010;Alan & Stoller, 2005;Fried-Booth, 1982, 1986Haines, 1989;Legutke, 1984Legutke, , 1985Papandreou, 1994;Sheppard & Stroller, 1995;Stoller, 1997;Tessema, 2005;Tomei at al., 1999). The term "project" used in EFL contexts was first proposed by Fried-Booth (1986: 8), indicating that language tasks arise naturally from the project itself, "developing cumulatively in response to a basic objective, namely, the project".…”

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confidence: 99%

“…Haines (1989) elaborated project work as involving multi-skill activities which focus on a theme of interest rather than specific language tasks. Stoller (1997) suggested project-based learning as a natural extension of fully integrated language and content learning, making it viable option in a variety of instructional settings including general English (GE), English for academic purposes (EAP), and English for specific purposes (ESP). It is in line with other researchers who related the benefit of PBL across disciplines and mostly applied in the higher education level and divide the students into groups.…”

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IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH PROJECT BASED LEARNING (A Classroom Action Research in the Second Year of MTs Jamiyyah Islamiyyah Pondok Aren)

Friska

2018

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Abstract:The aim of this study is to investigate how the application of Project Based Learning to enhance the comprehension toward narrative text of the second-year students in MTs Jamiyyah Islamiyyah Pondok Aren academic year 2015/2016. This study is categorized as the Classroom Action Research (CAR) method in which to identify and to solve the problem on students' reading comprehension. The number of students in that class is 36. In this Classroom Action Research, the writer implements the Kurt Lewin's design which consists of four phases. Therefore, this study is included into quantitative descriptive research. The findings of this study are: (1) related to the test result, there was 20.28% improvement of students' mean reading score after using Project Based Learning. (2) Related to the observation result showed that the students were more active and interested in reading activity in the classroom. Indeed, they were able to analyze the text and to get information from the text well. (3) Related to the interview result, it could be known that the students' reading comprehension in term of narrative text has improved and also assisted the teacher in finding the appropriate method in teaching reading especially narrative text. Keywords: Reading Comprehension, Narrative Text, Project Based Learning BACKGROUNDEnglish is considered as a foreign language in Indonesia in which it requires four certain major language skills should be targeted by a language learner. Those are listening, speaking, reading, and writing skills. As one of the language skills, reading also plays an important role because reading has become a part of our daily life. In addition, there have been a number of research findings that support reading comprehension as meaningful and systematic learning experience (Ribe and Vidal, 1993; Allen and Stoller, 2005; FriedBooth, 2010; and Sanpatchayapong, 2010).One of reading text types that second year of Junior High School students learn and should be mastered is narrative text. Narrative text is a kind of text that describes a sequence of fictional or non-fictional events. It consists of orientation, complication, and resolution.

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IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH PROJECT BASED LEARNING (A Classroom Action Research in the Second Year of MTs Jamiyyah Islamiyyah Pondok Aren)

Friska

2018

ELT echo

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“…to be chosen for the project depends on a variety of factors, including curricular objectives, course expectations, students' level of language proficiency, students' interests, time scheduled for the project, availability of materials, etc. (Stoller, 2002).…”

Section: Configurations Of Project Workmentioning

confidence: 99%

“…Legutke & Thomas (2014), for instance, suggest six stages of a project work: The guidelines for project work recommended by Legutke & Thomas (2014) and Stoller (2002) have very much in common and can serve many learning/teaching objectives. From our point of view, teachers/students might feel that it is necessary to modify the existing guidelines (if they choose the readymade ones) according to the learning/teaching objectives of the course/program/etc.…”

Section: Project Organizationmentioning

confidence: 99%

8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS Book of Proceedings

2017

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Turkey. Our mission is to make Education Faculty of IshikUniversity a place where academics and researchers from all over the world meet to discuss the developments of their discipline and present their work. To serve this purpose, conferences are organized along the lines of well-established and well defined scientific disciplines. In addition, interdisciplinary conferences are also organized because they serve the mission statement of the University. We would like to thank all the participants, the members of the organizing and academic committee and University administrative for putting this conference together. 20-Function and Position of Noun phrases in English and KurdishJwan 40-Flipped Classrooms in Teaching Method Courses at Universities in IraqDr. Hamdi Serin / Alfer Khabibullin 520 AbstractIn our new scientific world of complex and abstract concepts, which are often not directly perceivable, we need a new way to spark better our perceiving of unfamiliar, complex and some problematic ideas that enters our lives. The only appropriate way to achieve the former aim is , to use metaphor or specifically " scientific metaphor " which is considered such powerful and fundamental devices within the figurative language , that can affect in our everyday communication and thinking about scientific knowledge . Metaphor is viewed as a key element of human cognition by its importance as a crucial device which is found for helping us to perceive the new , complex and abstract concepts and make these concepts to be impact and memorable by linking them to old concept that we already perceiving with physical senses that evolution has given us . Metaphor is applied frequently on technology and used for scientific purposes to make people more familiar when they are talking or thinking about new things. Nowadays evolution has not equipped humans to directly perceive new concepts, as a computer and internet which are highly complex new technology means used for communication .Since long and complex sentences in scientific texts .and the the abstract phenomena cannot be perceived , they have to be perceived imaginatively in order to explain them by using metaphors or analogies , there is a need for this study .The main aim of this study is to investigate EFL students' perception of metaphor in different scientific texts. The current study examines the hypothesis that the students of English as foreign language can not perceive metaphor, its source domain, the closest meaning of metaphorical expressions and literal meaning of metaphor in scientific text, it also investigates whether there is significant difference between male and female students in their perception of the same aspects and finding out EFL students level in perceiving metaphor in scientific texts. This study is limited to the students of fourth stage in English Department at Tikrit University during the academic year 2014 -2015. A diagnostic test has been constructed , its validity is achieved by presenting it to the jury members and its reliability has be...

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“…Likewise, Stoller (2002) states that out-of-class language learning increases cooperation and motivation, and thus enhances students' confidence and self-esteem.…”

Section: Introductionmentioning

confidence: 99%

Benefits of Out-of-Class Speaking Activities for Efl Students

Coşkun¹

2016

teke

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The objective of the study is to investigate the benefits of out-of-class speaking activities for English as a Foreign (EFL) students. Twenty-one firstyear students in a state university in Turkey were encouraged to choose any out-of-class activities they would like to carry out for six weeks to improve their speaking skills. At the end of six weeks, they were given a survey of open-ended questions aiming to reveal the activities they selected and the perceived benefits of these activities. The chosen activities include the following: Fantasy Role-Playing, Continuous Story, Debate, Radio Program, Broadcasting on Periscope. As for the perceived benefits of these activities, nearly all the students indicated that their activities contributed to their fluency, vocabulary and pronunciation development as well as problem solving skills. Also, the activities were thought to be useful for their selfconfidence, critical thinking skills and for their general knowledge. Therefore, it can be recommended that out-of-class speaking activities should be incorporated into mainstream EFL programs.

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Project Work: A Means to Promote Language and Content

Cited by 154 publications

References 3 publications

IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH PROJECT BASED LEARNING (A Classroom Action Research in the Second Year of MTs Jamiyyah Islamiyyah Pondok Aren)

IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH PROJECT BASED LEARNING (A Classroom Action Research in the Second Year of MTs Jamiyyah Islamiyyah Pondok Aren)

8TH INTERNATIONAL VISIBLE CONFERENCE ON EDUCATIONAL SCIENCE AND APPLIED LINGUISTICS Book of Proceedings

Benefits of Out-of-Class Speaking Activities for Efl Students

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